医科学生在 COVID-19 大流行期间学习大体解剖学和神经解剖学时对异步在线或面对面学习策略的偏好。

IF 2.3 4区 医学 Q1 ANATOMY & MORPHOLOGY Clinical Anatomy Pub Date : 2024-07-12 DOI:10.1002/ca.24202
Ming-Fong Chang, Chi-Chuan Yeh, June-Horng Lue, Meng-Lin Liao
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引用次数: 0

摘要

大体解剖学和神经解剖学是医学教育的基础学科。然而,对于医学生来说,学习不同的解剖术语和理解学科的复杂性往往具有挑战性。在台湾大学,2020-2021 届学生在 2021 年 5 月 17 日之前,对解剖学和神经解剖学的讲课和实验课程采用了面对面(F2F)学习策略。在上述日期之后,同一批次的学生通过异步在线学习的方式学习其余的解剖学和神经解剖学课程。本研究旨在评估在学习大体解剖学和神经解剖学时,F2F 和异步在线学习策略的益处和学生的偏好。研究采用封闭式和开放式问题调查,定量和定性地探讨了医学生对解剖学和神经解剖学两种教学策略的学习偏好。结果发现学生在学习解剖学和神经解剖学时有不同的学习偏好--对两种学习策略都满意、只对F2F学习策略满意、只对异步在线学习策略满意、对两种学习策略都不满意。使用封闭式和开放式问题进行的调查结果显示,医学生更喜欢在解剖学实验课程中使用 F2F 学习策略,但更喜欢在神经解剖学实验课程中使用异步在线学习策略。此外,医学生认为同伴讨论在学习大体解剖学方面比神经解剖学更重要。这些研究结果提供了有关医学生对大体解剖学和神经解剖学课程偏好的宝贵信息,解剖学教师在计划今后改进课程时可加以考虑。
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Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic

Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020–2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy—satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.

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来源期刊
Clinical Anatomy
Clinical Anatomy 医学-解剖学与形态学
CiteScore
5.50
自引率
12.50%
发文量
154
审稿时长
3 months
期刊介绍: Clinical Anatomy is the Official Journal of the American Association of Clinical Anatomists and the British Association of Clinical Anatomists. The goal of Clinical Anatomy is to provide a medium for the exchange of current information between anatomists and clinicians. This journal embraces anatomy in all its aspects as applied to medical practice. Furthermore, the journal assists physicians and other health care providers in keeping abreast of new methodologies for patient management and informs educators of new developments in clinical anatomy and teaching techniques. Clinical Anatomy publishes original and review articles of scientific, clinical, and educational interest. Papers covering the application of anatomic principles to the solution of clinical problems and/or the application of clinical observations to expand anatomic knowledge are welcomed.
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